Ambition is/was our provider but they said they were moving over to NWLTSH so I'm a bit confused now!
NWLTSH is the delivery partner in this area for Ambition Institute. Check with [email protected] who delivers face to face ECT conferences and Mentor training in Enfield, Brent or Barnet
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Are the examples of Induction Targets on ECT Manager?
Yes in the resource section
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Are the examples of targets listed in a document that can be shared?
There are numerous examples of completed documents and targets on ECT manager in the resource section
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Are these targets separate to the weekly ones the mentors will be working on?
ECTs should be set 3- 5 Induction targets ½ termly in year 1 and termly in Year 2 by the Tutor, which are specific to meeting the Teachers’ Standards. They should be appropriate to the priorities and needs of the ECT and be suitably challenging to ensure the ECT does not coast. The weekly precise targets set by the Mentor are separate as they are part of the ECF programme, these are related to the specific strand, block or module being followed at a particular time. As the ECF programme is NOT an assessment tool the targets should not be matched or combined.
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Are we still grading end of year assessment A,B,C,D- good progress against the teacher standards etc?
Yes Grading is only at the end of year 1
A-Excellent progress
B- Good progress
C- Satisfactory progress
D- Limited progress
E- No progress
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Can a calendar please be shared for assessment point submissions
A full checklist of activities that need to be undertaken through the 2 year induction period including dates for progress reviews and Assessments is available on ECT manager. Check start dates as there are a few
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Can ECTs use their ECT/PPA time to observe other staff or does this need to be facilitated outside of this time?
ECTs should use their ECT time to observe other colleagues to see best practice
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Can other teachers observe the ECT?
Whilst we encourage Tutors/ Induction Leads to complete all the formal observations for those ECTs assigned to them so that they have first-hand experience of ECTs’ progress and performance against the TS, to set appropriate targets and write the progress reviews and formal reports, we appreciate in settings where there are several ECTs this can put a strain on one individual. Therefore, we accept 3 out of the 6 in the first year can be carried out by another member of SLT/HoD, but not by the mentor of the ECT. This should enable the Tutor/Lead to still have good firsthand knowledge of the ECTs
progress as it remains the Tutor's responsibility to discuss, write and submit the end of term reviews or end of year reports.
In year 2, depending on the strength of the ECT, 2 of the 3 can be carried out by another member of leadership.
It would be most beneficial to the ECT if there was continuity to this process so we would suggest if the observations are delegated to someone this other person remains the 2nd observer for the year.
It is important judgements are made by fewer rather than many individuals however each ECT can be allocated a different 2nd induction observer.
If an ECT is not making expected progress then the AB would expect the Induction Tutor to over see ALL of the observations – this will ensure the correct process is being followed by the school should an ECT become a cause for concern or at risk of failing.
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Does the school choose which provider e.g. UCL, Ambition etc?
Yes it is school decision on both route and provider, NWLTSH work with Ambition however the Appropriate Body oversee all schools and ECTs in the region regardless of the ECF provider selected
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Does the Tutor prepare the assessment? I thought it was the Induction Lead that judges against the TS
Where there are just a small number of ECTs a Lead can do all. With a larger number of ECTs some may be assigned to Tutors to carry out the statutory roles and responsibilities – observations, set, review and revise induction targets, meet to discuss progress and write reviews and reports. The Lead would monitor and QA the process and ultimately have the final say.
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Does this target sheet replace the termly comment on ECT manager? Or is this additional?
No. There are two mandatory requirement for documentation – written feedback for observations and recording ECTs targets on the Induction target document to provide a running record of the targets and achievement over the full course of their induction. The record of targets can also be referred to where an ECT becomes a concern. It is also a good record of achievements that can be celebrated.
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ECT targets are recorded on their progress reviews which are informed by formal observations- the action plan/induction target sheet feels like doubling up on paperwork that is already being done.
The Induction target document requires the Tutor to identify the Target and what the success criteria is- therefore identifying what good looks like. It also outlines what
support or resources should be provided to enable the ECT to achieve the target - such as observing specific colleagues who demonstrate outstanding practice, joint planning, speaking to SEN Co. As these are ECTs it is imperative they are given more than just a target as in most cases they do not have the experience, knowledge or skills to achieve it without specific guidance from the Tutor.
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I was under the impression that Steplab was the evidence from informal drop ins in addition to formal observations half termly for example which is why additional evidence in a folder was deemed as not needed. Ambition also stated that it would be overwhelming to have 3-5 targets to work on in one go hence small manageable action steps which would culminate in (hopefully) covering the areas that require development ; are you saying the action plan is an overview of the areas to work on over the course of the year from observations and book looks etc to be mindful of when setting targets?
Ambition Steplab is a professional development programme it replaces all previous CPD that newly qualified teachers received. Each ECF programme is based around the ECF – it is not an assessment tool and is completely separate from the requirement set out by the DfE and Appropriate Body regarding statutory induction requirements. A teacher could follow all the Ambition/ UCL/ Best Practice etc programme but could fail their induction. Any reference Ambition make to ECT induction is from an ECF entitlement and professional development perspective. They do not have the authority to recommend what a school should do
The mentor does not have the remit to make judgments or be responsible for the ECT’s induction and progress towards meeting all the Teachers’ Standards- they act as the ambassador of the ECF programme and deliver professional development through instructional coaching.
The targets set by the Tutor are specific to the immediate and long term needs of the ECT. Judgements related to progress are informed by the formal observation and other sources – the Induction Tutor /Lead reports directly to the Appropriate Body
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If for example , following on from a formal observation, it was identified that more support was needed to support an ECT against TS 5,4 1 and 2 (3-5 targets) , and this was recorded in the action plan, this support would presumably take place outside of the release time for ECTs to have instructional coaching sessions and the ECT self study of materials etc. Is this an action plan for the overview over the course of a couple of terms? is there a particular timescale for these action plans?
If an ECT becomes a cause for concern then a Support Plan should be set up which includes what the areas for development are that require accelerated progress. The school should put in additional measure to support the ECT to make the necessary improvements. Formal observations will take place fortnightly. The support plan should be implements and provide smaller bite sized targets. The ECTs progress will be reviewed fortnightly by the Lead and recorded on the Support Plan document.
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If we are using Ambition/ UCL/ Teach First/ Capita/ EDT/ Best Practice do we need to complete a fidelity check?
f you have opted for the DfE Fully funded programme with any of the above providers then NO fidelity check needed, but if have opted for the Core version using the DfE accredited material then a fidelity check is required
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If your ECT has transferred from the same appropriate body despite now starting the second year does the HT still need to request the progress reviews for the school records?
No these will appear on your dashboard once the transfer has been authorised
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Is it ok to be a mentor and tutor for the ECT?
No Please may I draw your attention to the DfE directive on this taken from the Induction for Early Career Teachers Statutory guidance for appropriate bodies, headteachers, school staff and governing bodies
2.45. The mentor and the induction tutor are two discrete roles with differing responsibilities and it is expected that these roles should be held by different individuals. In exceptional circumstances it may be necessary for the headteacher to designate asingle teacher to fulfil both roles, which may be the headteacher/principal themselves. Where this is the case the headteacher should ensure that the induction tutor understands that they are fulfilling two discrete roles and that adequate safeguards are put in place to ensure that the mentoring support offered to the ECT is not conflated with assessment of the ECT against the Teachers’ Standards.
As an Appropriate Body we can accept exceptional circumstances due to insufficient capacity where the ECT is serving induction is a small school like a one form entry.
The school need to consider what options they have to separate these roles and assign to different individuals.
Good practice observed in schools to ensure the best experience and provision for their ECTs, which fully meets the ECF induction requirements and those identified as statutory by the DfE. Where there are several ECTs completing induction at the same time, experienced and highly skilled members of staff take the role of tutor for one ECT and mentor for another. This enables the tutor/mentor to have a full understanding and involvement of both roles and associated responsibilities without conflict or compromise to any individual ECT.
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Is there any training coming up for mentors? I can't see anything on ECT Manager?
The Appropriate Body is not associated with any of the ECF provisions it’s a separate organization within the Teaching School Hub. Mentor training is a part of the ECF provider's programme so check in with them
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My ECT hasn't been able to access their self-study modules on Ambition Institute. Any guidance on how I sort that out? Do I need to set up an AI account and allocate them?
If signed up for Ambition Please contact; [email protected] or [email protected]
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Should formal observations be recorded on Steplab rather than the resource found on ECT manager
No Formal observations aren't recorded on Steplab.
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The observation sheets provided on ECT manager, are they to be used by the Induction tutor only when carrying out formal observations?
Yes
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There are 3 roles - induction lead, induction tutor and mentor? I am the lead and the mentors are in place but I don't think that we have an induction tutor. Or is the induction lead the HT and the induction tutor then myself as AHT?
Induction Leads have access to all ECTs records on ECT Manager, within their school. Tutors can only access the records for ECTs assigned to them. Where there are large numbers of ECTs a school can have a number of tutors who oversee the induction of 1, 2 or 3 ECTs, they only have access on ECT manager to the profiles of those ECTs assigned to them – The will carry out the observations for those ECTs, meet regularly to set, review and revise Induction Targets and write the progress reviews and end of year reports. The Induction Lead may also have a number of ECTs assigned personally to them but as the Lead they have full access to all details on ECT manager to all ECTs serving their induction at the school. The Induction Lead ensures consistency and reliability of judgment across the school through regular monitoring of evidence and quality assurance measures. The Head generally just digitally signs the ECT registration form to confirm the agreement between the school and Appropriate Body and signs the end of year reports.
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We are on a full programme and have been asked to pay £500 per ECT- is this correct?
The charge of £500 per ECT is for the Appropriate Body service and covers the full length of the ECT’s induction period
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We use the Core Induction Programme and last year went through the fidelity process. Do we need to redo it?
Fidelity checks must be completed for all newly registered ECTs – where a number of ECTs are registered with the same start date one Fidelity Check document can be completed to cover all.
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What do we do with feedback from Induction tutor observations? Do we need to put into ECT manager/Ambition?
NO, keep in your records, use to help set targets, use to help inform assessment, use when QA visits
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When will the QA visits take place?
We will be in touch over the course of the year to arrange a date if your school is selected
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When will we find out which group our ECTs are in? Are ECTs from the same school put into the same group?
The ECF delivery partners will be in touch – this is not a matter for the AB
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Where can I find the Induction Handbook?
Available in resource section of ECT Manager
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Where can we access the Induction target template?
In the resources section of ECT Manager
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Where can we find more information about the role of the mentor?
Check with the ECF programme provider you have selected
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Who can ECTs contact if they have concerns outside of our school?
Named contact or Appropriate Body – Head of Service Trudi Mooteealoo or local Induction Lead either Steve Marshall or Katie Dack
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Why is it more expensive if we are running Core programme ourselves?
Because fidelity checking is required and a higher level of monitoring by the AB
The fee reflects the statutory requirements of Fidelity Checks throughout the length of induction for each ECT and QA visits, which include observation of facilitated sessions, review of delivery material, interviews with Induction Leads, Mentors and ECTs.
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Will the progress review/assessment points look the same? Termly review (referencing only a few teacher standards) and then end or Year assessment points (referencing all teacher standards)?
Examples of Progress Reviews and Assessment in the resources section of ECT manager- Progress Reviews include a summary with reference to some evidence (200-400 words). End of year Reports require every TS to have strengths and areas for development identified therefore they are more detailed.
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